La lúdica como estrategia didáctica en el aprendizaje de la producción textual en grado tercero

Abstract

The current research entitled "Playfulness as a didactic strategy in the learning of textual production in third grade", aims to qualify the reading and writing processes in third grade students of the Roberto Velandia educational institution by strengthening textual production through a playful-pedagogical strategy and characterization of the levels of quality, speed and reading comprehension, in addition to taking into account the communicative writing skills such as: semantics, syntax and pragmatics. The method of this study is mixed and is a Simple Descriptive type of research, which uses as instruments a test elaborated by the Ministry of Education and another one endorsed by the Fundación Universitaria Los Libertadores. The sample population is composed of 12 girls and 25 boys for a total of 37 students. As a result of the characterization, difficulties and anomalies in the reading and writing process are evidenced, which are related to the ways of acquiring language, due to the lack of accompaniment and appropriate strategies for these students. Due to the aforementioned, a pedagogical proposal based on play is proposed.